IXL.com is a site that provides online practice for math (and other topics). It has a hidden feature that allows for very effective differentiation. This can be highly useful in a general ed math class and in settings for special education services. This includes special ed settings with students working on a wide ranges of math topics, for algebra students who missed a lot of class or enter the course with major gaps, and for the general algebra population to meet the range of needs. IXL can be used before the lesson or after, for intervention.

By way of example, assume you have a student or students working on graphing a linear function using an XY table (image below). Using a task analysis approach, this topic can be broken up into smaller parts: completing an XY table, plotting points and drawing the line, interpreting what all of this means. I will focus on the first two in this post.

IXL has math content for preschool up to precalculus. For the topic of graphing (shown above) many of the steps are covered in earlier grades. For example, plotting points is covered in 3rd grade (level E), 4th grade (level F), and 6th grade (Level H). To prepare students for the graphing linear functions, they can be provided the plotting points assignments below to review or fill in gaps.

The tables used to graph are covered starting in 2nd grade (level D) and up through 6th grade (level H). These can also be assigned to review and fill in gaps.

When it is time to teach the lesson on graphing a linear function, IXL scaffolds all of the steps. For example, the image below in the top left keeps the rule simple. The top right image below shows that the students now have an equation in lieu of a “rule.” The bottom image below shows no table. All 3 focus on only positive values for x and y before getting into negatives.

The default setting on IXL is to show the actual grade level for each problem. I did not want my high school students know they were working on 3rd grade math so I made use of a feature on IXL to hide the grade levels (below), which is why you see Level D as opposed to Grade 2.

I was a guest on special ed attorney Dana Jonson‘s podcast. Below are links to items I cited in the discussion. There is a contact information form in this post.

Here is what we are doing at home during school closure time. I created a Google Classroom (anyone with Google account can create a class on the Google Classroom app) and posted links to IXL topics (photo at bottom). (NOTE: this is one method I use to differentiate at school.) If the school is providing online work, you can enter this into the classroom as well.

A key to intervention for math is to drill down into a topic to see which step is causing a student problems. This is a big reason why ongoing progress monitoring is vital to intervention.

In this case a student in a previous session had occasionally added the percent to the dollar amounts – the step that was problematic. He conceptually wasn’t thinking about the meaning of the values but just added or subtracted numbers he saw. In response the next session focused on helping the student discern between the percent rate and the monetary values.

In the photo above is the work of the student as review of the previous session. This was followed by highlighting the dollar amounts in green and the percent amount in yellow. It was emphasized that the yellow was not used in the calculation in the bottom row.

This was followed by the task seen in the photo below. The focus is strictly on the one step that was problematic. This was followed by work on IXL.com (2nd photo below) with the student writing in values on the handout shown on the bottom photo to help the student focus on this tep